Kindergarten Full Day Research

There is a wide body of research regarding the impact of full-day kindergarten on the development of academic, social-emotional,and behavioral skills. Many organizations and institutions have written fact sheets, position papers, policy briefs and research summaries regarding the effects that full-day kindergarten programs have on student achievement. Below we have provided several links if you are interested in reading more about full-day kindergarten. It is important to remember, as you make your decision regarding a full-day or half-day program, that you are your child's first teacher and know him/her the best. As educators we want to provide you with as much information as possible to assist you with your decision. If you have any further questions feel free to call:

Kathy Provost, Acting Assistant Superintendent at 978-567-6100 or email her at kprovost@hudson.k12.ma.us

School Readiness, Full-Day Kindergarten and Student Achievement an Empirical InvestigationView

This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to examine how children’s skills and knowledge at kindergarten entry predict their achievement in later grades. It extends previous research by examining longer-term achievement outcomes, namely test scores at the end of fifth grade, and gives an indication of how the other nonacademic areas of school readiness (i.e., physical and socio-emotional development)may be related to test performance. The findings should help inform the debate about the merits of full-day kindergarten and should be of interest to educational researchers and education policymakers at the national, state, and local levels who are struggling with issues of school readiness and how to give all students an opportunity to learn to high standards.This research was conducted within RAND Education, and was sponsored by the Rockefeller and Ford Foundations. The study reflects RAND Education’s mission to bring accurate data and careful,objective analysis to the national debate on education policy.

This brief looks at the research on full-day kindergarten and reports how states and districts are implementing this strategy. It also identifies some of the concerns they must address in doing so. Finally, it offers policy considerations.